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Page 1 and 2: Journal of Educational Technology &
Page 3 and 4: Guidelines for authors Submissions
Page 5 and 6: Full length articles Malaysian Pers
Page 7 and 8: von Brevern, H. (2004). Cognitive a
Page 9 and 10: eflected in e-Learning systems more
Page 11 and 12: 4. Retrospection and Reinvigoration
Page 13 and 14: Gowin, 1984; Novak, N/A; Cañas et
Page 15 and 16: deeper analysis for better skill ad
Page 17 and 18: Based on his exhaustive academic ex
Page 19 and 20: thinks that an LO is built around A
Page 21 and 22: With regard to the sociocultural as
Page 23 and 24: Andrew Deacon has been investigatin
Page 25: Clark, R., & Harrelson, G. L. (2002
Page 29 and 30: Rehak, D., & Mason, R. (2003). Chap
Page 31 and 32: Sampson, D. G., Lytras, M. D., Wagn
Page 33 and 34: effects”. Towards this direction
Page 35 and 36: Semantic Web An important part of t
Page 37 and 38: specifically to support a learning
Page 39 and 40: Learner 2. Client looks up service
Page 41 and 42: different Web sites, and validation
Page 43 and 44: Brusilovsky, P., Schwartz, E., & We
Page 45 and 46: Cristea, A. I. (2004). What can the
Page 47 and 48: lowest level of reuse. So, for inst
Page 49 and 50: language to describe whole resource
Page 51 and 52: Figure 3. The LAOS model (Cristea &
Page 53 and 54: others, and therefore accessed more
Page 55 and 56: A goal and constraints concept g is
Page 57 and 58: then an overlay at the map level is
Page 59 and 60: the actual presentation, but is not
Page 61 and 62: Semantic Web enthusiasts often enco
Page 63 and 64: Fensel D., & Musen M. A. (2001). Th
Page 65 and 66: components in a standard way. The n
Page 67 and 68: educational resources. There is a g
Page 69 and 70: WordNet (http://www.cogsci.princeto
Page 71 and 72: Process-aware Authoring Support for
Page 73 and 74: Aroyo, L., & Dicheva, D. (2002). Co
Page 75 and 76: Yang, S. J. H., Chen, I. Y. L., & S
Page 77 and 78:
complex, understanding the concept
Page 79 and 80:
Figure 1. Architecture of Personali
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Attributes Description Annotation_I
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Figure 5 shows the relations among
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semantic level. We have built an on
Page 87 and 88:
Henze, N., Dolog, P., & Nejdl, W. (
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RDF-querying and transformation lan
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Connectives and quantifiers for bui
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OO_Inheritance. A page can have pre
Page 95 and 96:
Generating Hypertext Structures Hyp
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If we want to show examples, which
Page 99 and 100:
Bry, F., & Schaffert, S. (2002). A
Page 101 and 102:
Appendix: Set of Rules for Deriving
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Abel, M.-H., Benayache, A., Lenne,
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get into contact and to dialogue wi
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We propose to take into account thi
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ResourceAccess Digital Solid Audio
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An ontology is a differential set o
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In order to handle sets, it is nece
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object model (Hall 2001). These sys
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Moreale, E., & Vargas-Vera, M. (200
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inferences in the background (takin
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specifications, which can be reason
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esources and, in particular, subscr
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Hyland (Hyland, 1998) describes a m
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Table 6. Our Essay Metadiscourse Ta
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different assignments. Our analysis
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annotation categories relevant to t
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Smolensky, P., Fox, B., King, R., &
Page 135 and 136:
The development of EAHA is a comple
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Design sharing and retrieval An RDF
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specifically they are: a) indices t
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example, sections, lessons, etc.
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to these classes. This is slightly
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The aggregation of concepts, that i
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Chang, W. W. (1998). A discussion o
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“This country must develop in tot
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The carriers of the tales are known
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furnishes a cognitive understanding
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2. Enjoyable Reading World Module E
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Eklund, J., & Sinclair, K. (2000).
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Course of Architecture and Organiza
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XSLTs that transform the P3’s out
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We have already mentioned that we h
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Figure 4. A microprogramming lesson
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net models, which P3 shares with Da
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In Figure 9 we give students’ ans
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Gašević, D., Devedžić, V., &Ves
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compare the costs of educational pr
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The returns of training, whether tr
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completion, and termination. Each o
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structured to be consistent with th
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Motschnig-Pitrik, R., & Mallich, K.
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These must be held or lived by the
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think, to communicate, to structure
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make mistakes without negative cons
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students' statements to the worksho
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While project management was a cour
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e offered to students in order to p
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more meaningful, persistent, and ef
Page 197 and 198:
Motschnig-Pitrik, R., & Derntl, M.
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Situated Cognition and Martin Heide
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successful practices per se, but we
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A situated cognition perspective pu
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References Barab, S., Squire, K., &
Page 207 and 208:
However, only a third of these teac
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teachers based upon the following f
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Wheel of Fortune. His students play
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on technology adoption. At the resp
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Next, we disaggregated the data acc
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concerns. It would be prudent for e
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Educational Technology & Society, 7
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quality assurance and facilitating
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technological values to determine t
Page 225 and 226:
Chapter 4: From competencies to cap
Page 227 and 228:
increased cranial activity; a belie
Page 229 and 230:
Gilbert, J. (2004). Book review: Th
Page 231:
International Forum of Educational
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